The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

REVISED

2010

The Ontario Curriculum

Grades 9 and 10

The Arts

CONTENTS

INTRODUCTION

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Secondary Schools for the Twenty-First Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Importance of the Arts Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Ideas Underlying the Arts Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Roles and Responsibilities in the Arts Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Attitudes in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

THE PROGRAM IN THE ARTS

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Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Strands in the Arts Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

The Creative Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

The Critical Analysis Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

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Basic Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

The Achievement Chart for the Arts: Grades 9¨C12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Information on the Achievement Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN THE ARTS

Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Planning Arts Programs for Students With Special Education Needs . . . . . . . . . . . .

Program Considerations for English Language Learners . . . . . . . . . . . . . . . . . . . . . . .

Environmental Education and the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Healthy Relationships and the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Equity and Inclusive Education in the Arts Program . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Multiple Literacies in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Literacy, Mathematical Literacy, and Inquiry/Research Skills . . . . . . . . . . . . . . . . . . . .

Critical Thinking and Critical Literacy in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Role of the School Library in the Arts Program . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Role of Information and Communications Technology

in the Arts Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Une publication ¨¦quivalente est disponible en fran?ais sous le titre suivant : Le curriculum

de l¡¯Ontario, 9e et 10e ann¨¦e ¨C ?ducation artistique, 2010

This publication is available on the Ministry of Education¡¯s website, at .

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The Ontario Skills Passport and Essential Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Career Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cooperative Education and Other Forms of Experiential Learning . . . . . . . . . . . . . .

Planning Program Pathways and Programs Leading to a Specialist

High Skills Major . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Health and Safety in the Arts Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Ethics in the Arts Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

COURSES

DANCE

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Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Dance, Grade 9, Open (ATC1O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Dance, Grade 10, Open (ATC2O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

DRAMA

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Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Drama, Grade 9, Open (ADA1O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Drama, Grade 10, Open (ADA2O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

INTEGRATED ARTS

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Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Integrated Arts, Grade 9 or 10, Open (ALC1O/ALC2O) . . . . . . . . . . . . . . . . . . . . . . . . . . 82

MEDIA ARTS

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Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Media Arts, Grade 10, Open (ASM2O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

MUSIC

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Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Music, Grade 9, Open (AMU1O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Music, Grade 10, Open (AMU2O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

VISUAL ARTS

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Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Visual Arts, Grade 9, Open (AVI1O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Visual Arts, Grade 10, Open (AVI2O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

GLOSSARY

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INTRODUCTION

This document replaces The Ontario Curriculum, Grades 9 and 10: The Arts, 1999. Beginning

in September 2010, all arts courses for Grades 9 and 10 will be based on the expectations

outlined in this document.

SECONDARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

The goal of Ontario secondary schools is to support high-quality learning while giving

individual students the opportunity to choose programs that suit their skills and interests.

The updated Ontario curriculum, in combination with a broader range of learning options

outside traditional classroom instruction, will enable students to better customize their

high school education and improve their prospects for success in school and in life.

THE IMPORTANCE OF THE ARTS CURRICULUM

Experiences in the arts ¨C dance, drama, media arts, music, and the visual arts ¨C play a

valuable role in the education of all students. Through participation in the arts, students

can develop their creativity, learn about their own identity, and develop self-awareness,

self-confidence, and a sense of well-being. Since artistic activities involve intense engagement, students experience a sense of wonder and joy when learning through the arts,

which can motivate them to participate more fully in cultural life and in other educational

opportunities.

The arts nourish the imagination and develop a sense of beauty, while providing unique

ways for students to gain insights into the world around them. All of the arts communicate through complex symbols ¨C verbal, visual, and aural ¨C and help students understand

aspects of life in a variety of ways. Students gain insights into the human condition

through ongoing exposure to works of art ¨C for example, they can imagine what it would

be like to be in the same situation as a character in a play, an opera, or a painting, and try

to understand that character¡¯s point of view. They identify common values, both aesthetic

and human, in various works of art and, in doing so, increase their understanding of

others and learn that the arts can have a civilizing influence on society. In producing

their own works, students communicate their insights while developing artistic skills

and aesthetic judgement.

Through studying works of art from various cultures, students deepen their appreciation

of diverse perspectives and develop the ability to approach others with openness and

flexibility. Seeing the works of art produced by their classmates also helps them learn

about, accept, and respect the identity of others and the differences among people. The

openness that is fostered by study of the arts helps students to explore and appreciate the

culture of diverse peoples in Canada, including First Nations and francophones. Students

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